An Analysis of the Relationships among Multicultural Sensitivity, Cognitive Ability, Language Ability, Emotional Ability, and Self-esteem of Children

2019 ◽  
Vol 20 (2) ◽  
pp. 141-160
Author(s):  
Sung-Ae Chi ◽  
Dong-Eun Lee ◽  
Gyu-Seung Yeon
Keyword(s):  
Cognitive Ability ◽  
Self Esteem ◽  
Language Ability ◽  
Multicultural Sensitivity ◽  
Emotional Ability

scholarly journals Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class

2021 ◽  
Vol 12 ◽  
Author(s):  
Nina Steenberghs ◽  
Jeroen Lavrijsen ◽  
Bart Soenens ◽  
Karine Verschueren
Keyword(s):  
Cognitive Ability ◽  
Peer Effects ◽  
School Engagement ◽  
School Success ◽  
Self Esteem ◽  
Emotional Engagement ◽  
Moderating Effects ◽  
The Social ◽  
High Cognitive Ability ◽  
Engagement And Disengagement

School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students’ own behavioral and emotional engagement and disengagement among Flemish 7th-graders (N = 3,409). Moderating effects of Students’ self-esteem and cognitive ability were examined. The results showed effects from friends’ and classmates’ (dis)engagement on all dimensions of (dis)engagement. Popular Students’ engagement only affected individual Student’s behavioral disengagement and emotional engagement. Self-esteem and high cognitive ability did not make students more or less susceptible to peer effects.

The measurement of bilingualism and its relationship to cognitive ability

1989 ◽  
Vol 10 (2) ◽  
pp. 133-155 ◽  
Author(s):  
Christian R. Lemmon ◽  
Judith P. Goggin
Keyword(s):  
Cognitive Ability ◽  
Cognitive Skill ◽  
Language Ability ◽  
Spanish Language ◽  
Adequate Understanding ◽  
Two Factors ◽  
Highly Correlated

ABSTRACTThe present experiments explored various measures of English and Spanish language ability and compared monolingual and bilingual subjects on tests of cognitive skill. Language ability was assessed in Experiment 1. These measures were found to be highly correlated with each other, with at least two factors needed to describe the associations among the tests in each language. In Experiment 2, subjects were given tests of cognitive skill. To be included in this study, all subjects were required to show adequate understanding of English and were divided into monolingual and bilingual groups on the basis of their Spanish abilities. Monolinguals scored higher than bilinguals on most of the measures of cognitive skill, but subsequent comparisons of the monolinguals with high and low bilingual subgroups suggested that the differences were attributable to those subjects characterized as low bilinguals.

scholarly journals Insight in psychosis: influence of cognitive ability and self-esteem

2007 ◽  
Vol 191 (3) ◽  
pp. 234-237 ◽  
Author(s):  
Michael A. Cooke ◽  
Emmanuelle R. Peters ◽  
Kathryn E. Greenwood ◽  
Peter L. Fisher ◽  
Veena Kumari ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Self Esteem ◽  
Intellectual Ability ◽  
Curvilinear Relationship ◽  
Psychological Mechanism ◽  
The Relationship

BackgroundInsight in psychosis has previously been associated with both depression and cognitive ability. Some studies have found a curvilinear relationship between insight and cognitive ability but the roles of self-esteem and depression have not been taken into account.AimsTo investigate the relationships between insight and IQ, depression, and self-esteem.MethodCorrelations between self-reported and observer-rated insight, and measures of IQ, depression and self-esteem were examined in 67 people with psychosis.ResultsBetter self-reported insight was associated with higher IQ and poorer self-esteem, but not depression. There was some evidence for a curvilinear relationship between IQ and self-reported insight, specifically the ‘awareness of illness' dimension, which survived correction for symptom variables.ConclusionsThe relationship between insight and IQ might reflect both the basis of insight in intellectual ability and the influence of a psychological mechanism that preserves self-esteem.

scholarly journals Social Confidence in Early Adulthood Among Young People With and Without a History of Language Impairment

2017 ◽  
Vol 60 (6) ◽  
pp. 1635-1647 ◽  
Author(s):  
Kevin Durkin ◽  
Umar Toseeb ◽  
Nicola Botting ◽  
Andrew Pickles ◽  
Gina Conti-Ramsden
Keyword(s):  
Young Adults ◽  
Young People ◽  
Young Adulthood ◽  
Language Impairment ◽  
Self Efficacy ◽  
Early Adulthood ◽  
Self Esteem ◽  
Language Ability ◽  
Social Self ◽  
History Of

Purpose The purposes of this study were to test the predictions that lower self-esteem and higher shyness in individuals with a history of language impairment (LI) would continue from adolescence into early adulthood and that those with LI would have lower social self-efficacy in early adulthood. Method Participants were young people with a history of LI and a comparison group of age-matched peers. Both groups were tested at ages 17 and 24 years. Participants completed measures of language ability, nonverbal IQ, shyness, global self-esteem, and (at age 24 years only) social self-efficacy. Results Young adults with LI scored lower than age-matched peers on self-esteem, higher on shyness, and lower on social self-efficacy (medium to large effect sizes). In line with expectations, in the group with LI, language ability in adolescence predicted shyness in young adulthood, which, in turn, was negatively associated with self-esteem. There was also a direct association between language ability in adolescence and self-esteem in young adulthood. Conclusions Young people with a history of LI are likely to be entering adulthood less socially confident than their peers. Interventions may be desirable for young adults with LI, and the present findings indicate social self-efficacy as a key area of social confidence that calls for practitioners' attention.

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